In this study, we introduce an analytic framework for effective professional development programmes (PDPs) that has been synthesised and derived from the literature. The framework acknowledges that certain design features concerning how to process the content as well as the methods to facilitate teachers' enactment are important but also…

This conceptual paper discusses 'unseen observation' as an alternative model of classroom observation to support teachers' professional learning. The paper starts with a critical synopsis of how observation has been appropriated principally as a performance management tool for monitoring teacher effectiveness in the UK. It argues that the…

This study explores mindfulness-based teaching and learning (MBTL) as an emerging field of transprofessional practice spanning educational, organisational, and clinical professions. Recognising the need for a more robust set of transprofessional MBTL teacher competencies to serve this emerging specialisation, the authors developed and validated…

The dialogic teaching approach has been studied widely, both empirically and theoretically. However, despite four decades of research suggesting that dialogical interactions promote student learning, it has been very difficult to reflect this in practice. Teachers' professional development programmes oriented towards promoting dialogical…

Highly Accomplished Teachers (HATs) think deeply about skilled pedagogy in ways that illuminate its complexity and the challenges of pedagogical change. The sophistication, breadth, and depth of their thinking often goes well beyond the way that teachers and their responses to professional development (PD) are typically positioned in the…

This article presents findings from a multi-year study of a grant-funded professional development fellowship program that supports teachers in becoming science teacher leaders and improving science curriculum and instruction. The program's activities are designed to: (1) create and support a corps of teacher leaders, (2) institute a culture…

Professional learning (PL) in education is thought to be a key mechanism for improving classroom instruction and student achievement. Yet despite decades of research into PL, the impact of this investment is not well understood, with reports of limited change in both research and practice. As part of a large-scale investigation focusing on…

Personal observations suggest that science lecturers in higher education do not always feel comfortable engaging with the support offered through academic development initiatives. At a research-intensive university in the UK, research was conducted using a mixed-methods approach to establish how science lecturers engaged with continual…

The vast literature on teacher professional development (PD) often assumes that the success of a PD programme should be measured by the extent to which the participating teachers accept and adopt, often in a relatively linear chain, the programme of learning, paying insufficient attention to how highly accomplished teachers respond to PD…

Teacher professional development (PD) is about change. One of the most prominent lines of research on PD addresses what makes it an effective change process. This research produces critical features of effective PD, the seemingly active ingredients of teacher change that are meant to guide professionals in the design, implementation, and…

This article describes the development process and provides psychometric properties of the Design-Based Professional Learning (DBPL) for Teachers Survey to measure teacher leaders' ratings of collaborative design and evidence-based work in their schools. Although there are other instruments that researchers could use to measure professional…

Professional learning is an essential component of the institutional conditions required for a high-quality first-year student experience. Initiatives to improve students' determinative first year in higher education have expanded but one area notably absent in the literature pertains to professional learning tailored to meet the needs of…

Faculty development for interprofessional (IP) teaching and learning is a complex and evolving part of educators' preparation for IP teaching and learning. A review of the literature highlighted a gap of rigorous research in the area of faculty development for interprofessional education (IPE). This pilot study used a mixed-methods approach to…

Excellence in higher education teaching has become a policy priority of governments worldwide in recent years. In the United Kingdom, for example, the introduction of the Teaching Excellence Framework in 2016 heralded an unprecedented focus on the quality of teaching. Set against the backdrop of such policy developments and wider global interest…

Teacher professional learning has been recognised as a critical contributor to improving teaching quality and securing student learning. Leadership at different levels is important for professional learning in schools. Job-embedded teacher professional learning occurs in collaborative activities that include co-teaching, action research, and…